the new normal: learning and collaborating in a virtual classroom

SRA Proprietary

The New Normal: Learning and Collaborating in a

Virtual Classroom

Jennifer Vincent and Christopher King

TOC Annual Institute

April 28-30, 2014

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Are you in the right place?

• Ready to convert ILT to VILT?

• Struggling to get started?

• Trying to determine if my ILT a 1:1 ratio to VILT?


Case Study

Very large federal agency; widely

dispersed audience;

Office of Resolution Management, responsible

for handling EEO complaints (estimated to

cost the organization $75K per complaint)

Three Day Hybrid Conference for EEO

Managers

• 10 hours of V-ILT

• 11 hours of face-to-face learning

• Virtual keynote

• Integrated Performance Support solution

21 Hours of V-ILT

Courses

• Converted all ILT to V-ILT

• Revised existing V-ILT design

• Integrated Informal Learning to support LOs


Should you convert the course at all?

• Conduct upfront analysis?

– Do people have to be together in person to achieve the learning

objectives?

– Is the learning enhanced by collaboration with other learners

and/or synchronous access to subject matter experts?

– Do learners benefit from the motivation and flexibility of a live

instructor?

– How quickly do I need to deploy this training; how often is the

content updated?


Keys to Success

Design

FacilitationProduction

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So you’ve decided to convert to a virtual

classroom. What’s next?

What changes? What stays the same?


Key V-ILT Design Principles

V-ILT

Pace

Documentation

Chunking/ Sequencing

Types of interactions

Tailoring to the platform


Pace

EVERY 3 MINUTES

Poll

Question the

students

Animate the screen

Raise hands

Change status

Chat box response

Whiteboard


Design Principles: Chunking/Sequencing

• Attention suffers after that

• Distractions build

Virtual sessions should not exceed 2 hours

• Activates the concept of spacing to increase memory transfer and learning

• Informational LOs can be delivered:

• Informally – asynchronously – socially – whatever – pick your buzzword and re-sequence as needed to put these in between V-ILT sessions

Divide 6 hour courses into 3 sessions

• Continues the learning beyond the event

• Connects spaced events to keep students engaged

Inter-session work

Must set expectations up front – it’s been a long time since

your adult learner had homework!

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Design Principle: Activities/Interactions

“Clicking ‘Next’ does not mean it’s interactive.”

(Except that here, it does!)

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Design Principle: Tailoring for the

Platform

How familiar are your

students with the platform?

• Reduces cognitive load & frees student to focus on content

Pre-Meeting Review

Sessions

• Games and pre-meeting activities can help

Quick Review of

Interface to Start the Sessions


Design Principle: Documentation

Facilitator guide

Participant guide

Job aids

How to learn in a virtual classroom

Classroom tip sheet


Instructor Guide TemplateSlide/Layout Reference Timing Facilitator Producer

Slide 5

2-3 mins SAY:

So you’ve decided this is the thing you want to do? Good – what’s next?

To frame your thinking let’s do a little call and response. Thinking about your physical classroom design, what changes in the virtual classroom?

Good, now again thinking about your physical classroom design, what stays the same in the virtual classroom?

Excellent, now you’re starting to see the subtle differences!

Let’s talk now about some design principles for the virtual classroom.

Note pod exercise

DO: Get ready to capture the comments from the crowd. Open two note pods, one per question. One is titled “Changes” the second is titled “Same”. Use the note pods to capture the feedback

DO: Move forward to next slide when facilitator is ready.

Slide 6

1 min SAY:

Those design principles are:

• Pace

• Chunking/Sequencing

• Types of interactions

• Tailoring to the platform

• Documentation

Let’s talk about each, starting with Pace.

DO: Move forward to next slide when facilitator is ready.


Best Practices of Design

Breakout rooms

• Allow adequate time

• Your students may be virtual but these things still take about the same time as the physical classroom to get organized

Plan interactionsUse a wide variety of

Tools/Activities

Write out clear instructions/expectations for every

activity

Avoid PPT overload:

Average 12-15 slides per hour of

V-ILT session


Keys to Success

Design



Best Practices of Facilitation

Create and maintain a

collaborative environment

A producer is not optional

Be prepared to multitask

Set ground rules

Provide appropriate

feedback and clear instructions

Assign a leader; don't spend the

limited time making them self organize


Keys to Success

Design



Elements to consider

• What is a producer?

• Why is planning important?

• I am a content expert and have teaching experience.

Why do I need to rehearse?


Best Practices of Production

At least one rehearsal session with the facilitator

and producer

A producer is not optional

Producer/Facilitator MUST eliminate their own distractions just

like the students (phones, email,

music, etc.)

Make contingency plans

Test learning environment

Don’t get complacent


Experience

• Developed 21 hours of V-ILT for use in a conference with

250 attendees

• Developed 53 Courses spread across 6 learning

programs

• Piloted 37 courses

• Developed 2 virtual learning series

• Developed single and multi-session VILT courses

• Developed standalone VILT courses


Final thoughts:

• Bottom Line: This isn’t rocket science, but it’s not

a mindless activity either. Be thoughtful, creative,

and don’t be afraid to experiment!

• You aren't alone, either:

– Certificate programs

• Synchronous Facilitator certificate from InSync

– eLearning Guild, ASTD, etc.

– See the Bibliography on the handout


Thank you!

[email protected]

[email protected]

the new normal: learning and collaborating in a virtual classroom

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